Integrating Gender Dimension into Monitoring & Evaluation and Gender-sensitive Indicators

1. Integrating Gender Dimension into Monitoring & Evaluationand Gender-sensitive Indicators Sanda Thant Income Generation and Poverty Reduction for Development 5 March 2010

2. Session Outlines • Session objectives • Why and how to integrate gender into M&E? • What are gender-sensitive indicators and why are they useful? • How do they measure? • A case study

3. Session Objectives • Knowledge: understanding of gender concerns in M&E • Skill: formulation of gender-sensitive indicators

4. Why/How integrate gender into M&E? • Address the different needs of women and men • Improve project performance throughout the project life cycle • How to integrate? • Stage 1: Identification and preparation (baseline study, gender analysis, institutional capacity) • Stage 2: Design and appraisal (M&E system) • Stage 3: Implementation (monitor and assess the progress) • Stage 4: Completion (assess the impact)

5. What/Why Gender-sensitive Indicators? • To measure gender-related changes in society • Measurement of benefit to women and men • How far and in what way the programs/projects have met the gender objectives • Changes in status and roles of women and men (achievement of gender equity) • Feed into more effective future planning and program delivery

6. How do they measure? • Quantitative Indicators • Qualitative Indicators • Qualitative Analysis

7. How do they measure? • Quantitative Indicators • Refer to the numbers and percentage of women and men “Women form at least 33% of social welfare committee members by the end of year 2” “At least 50% of network members have developed a gender policy by the end of year 3” “Equality in girls and boys access to science and technology institutes by 2015” “25% increase in number of female officers by 2020, from a baseline of 10%”

8. How do they measure? • Qualitative Indicators • Refer to perceptions and experiences “At least 50% of social welfare committee report active involvement in management and decision-making by the end of year 2 (from 10% baseline)” “Increase in income of men and women farmers” “Improvement in access to productive resources by men and women farmers” “Reduction in the gap between the food demand and the domestic food production in MHHs and FHHs”

9. Qualitative Analysis • Qualitative and Quantitative indicators for effective monitoring and evaluation • Qualitative analysis: to understand social processes • Why and how a particular situation exist • How this situation can be changed • Qualitative analysis: at all stages of project cycle, alongside qly/qty indicators

10. Types of objectives • Type 1: the results are relatively easily quantifiable “Increase gross enrolment rate by 50% at the primary school level in the project area over a five year period, ensuring gender and socio-economic equality” Concentrate more on ‘outcome indicators’

11. Types of objectives • Type 2: the results are less easily quantifiable, concern social processes “Empower poor rural dwellers in the project area so that they are able to make a contribution to decision-making in their village” Focus more on ‘process indicators’

12. Types of indicators • Risk/enabling indicator • Measure the external factors on the project • Input indicator • Called ‘resource indicator’ • Process indicator • Called ‘activity indicator’ • Output indicator • Often use in project evaluation • Outcome indicator • Known as ‘impact indicator’

13. Types of indicators !!!!!!!!!!!Floor Exercise to identify the types of indicators!!!!!!!!!!

14. A Case Study

15. Session Summary • Measure gender-related changes in society overtime • Qty/Qly indicators should be used together • Clear objective, setting indicators closely link with the objectives • Type of indicators correspond to each part of the project cycle • Baseline studies, sex disaggregated data, socio-economic assessment • The most important indicator: “outcome indicators”